Business English and Rubrics Testing in ELT, Dr. R. Ramesh [popular ebook readers TXT] 📗
- Author: Dr. R. Ramesh
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of performance was good in this task.
Task 3:
In this task, the students were asked to write a reply mail to the wild land pvt for their memo given in this task. They were excellent in this task because their reply mail was in well organized form.
Task 4:
In this task, two types of exercise were given to the students. They were asked to list down the abbreviations and standard elements that are used in e-mail. The students’ performance was excellent in this task.
Evaluation results for Activity #9:
The number of tasks is given in x-axis and their obtained score for Activity 9 is marked in y-axis
Figure 4.9.
Activity 10: Presentations
In this activity, four varieties of tasks such as Description, Group discussion, Analysis and Graphical presentation were given to examine the students’ performance. This activity was based on the Business Communication: Presentations.
Table 4.10. Rubric Rating Scale for A#10.
Tasks
Performance level
Score
Poor
1 Point Fair
2 Point Good
3 Point Excellent
4 Point
Task 1 Description of given picture Description was poorly organized Description was not so well organized Description was moderately well Description was well organized 4
Task 2 Group discussion Fails to acknowledge the ideas of others Inappropriately acknowledge the ideas of others Usually acknowledge the ideas of others Acknowledge the ideas of others 4
Task 3 List out advantages and disadvantages of presentation aids Lacks organization and coherence Some problem with organization and coherence Adequate organization and coherence Well organized and coherent 4
Task 4 Graphical presentation Consistent errors especially with as presents Simplistic sentence structure Inaccurate complex sentence structure Accurate complex sentence structure 3
Total score 15/16
Description of the Tasks and Performance Level:
Task 1:
Students were asked to look at the given three pictures. They were asked to give a brief description about each picture. The description of students was well organized. So their performance level was excellent.
Task 2:
Divide the class into 3 groups, as Group A, Group B and Group C. The students were asked to discuss the strategies that are to be concentrated in a Business Presentations. The discussion was based on the topic: Group A – Strategies before presentation, Group B – Strategies during presentation, Group C – Strategies after presentation.
Task 3:
In this task, students were asked to list down any 4 of the aids used in presentations. Then the class was divided into four groups as A, B, C, D and each group discussed under any one of the listed aid. In their group discussion, they should bring out the advantages and disadvantages of the aid they listed at first. For example, Group A list out the advantages and disadvantages of ‘Hand Outs’ using during the presentation. The performances of students were excellent because of their well organized and coherent thoughts / ideas.
Task 4:
In this task, graphical presentation was given and asked the students to study the presentation and its report. The students were asked to give eight sentences about the diagram. The performances of the students were good, not excellent because of their inaccurate complex sentence structure.
Evaluation result for Activity #10:
The number of tasks is given in x-axis and their obtained score for Activity 10 is marked in y-axis.
Figure 4.10.
Activity 11: Memorandum
In activity 11, four tasks were given to the students to examine their performance. Four varieties of memo writing were given to analyze their level. This activity was based on the Business Communication: Memorandam.
Table 4.11. Rubric Rating Scale for A#11.
Tasks
Performance level
Score
Poor
1 Point Fair
2 Point Good
3 Point Excellent
4 Point
Task 1 Write a memo Memo was poorly organized Memo was not so well organized Memo was moderately well organized Memo was well organized 4
Task 2 Revise a memo Repeated problems with grammar Many problems with grammar Few problems with grammar Effectively uses figurative language 4
Task 3 Write a memo Poor sentence control and a limited vocabulary Problems with or avoids syntactic variety Some syntactic variety and facility in use of language Effective fluent style marked by syntactic variety and clear commands 4
Task 4 Reply memo Information were hard to identify Information were indicated but not clearly Information were fairly clear Information were clearly stated 4
Total score 16/16
Task 1:
In this task, students were assuming themselves as a Managing Director of Sheplock Software Technology and write a memo to their staff about retreat in their company. Hints were given in this task to write a memo. The students’ performance was excellent in this task.
Task 2:
Unrevised memo was given in this task and the students were asked to revise the memo. The performances of students were excellent because of their uses of language in figurative and effective.
Task 3:
In this task, table on workers OD Details were given. The students were asked to write a memo to the Works Manager Mr. Jain and assume themselves as Mr. Jain’s Personal Assistant. The students’ performance was excellent because of their effective memo writing.
Task 4:
In this task, students were asked to write a reply memo to the Managing Director with all the information he needs. The performance of students was excellent because the information were stated clearly in the memo. Hint was also given in this task for writing a memo.
Evaluation result for Activity #11:
The number of tasks is given in x-axis and their obtained score for Activity 11 is marked in y-axis.
Figure 4.11.
Activity 12: Language
The activity was based on the language: Grammar and Punctuation. There were four different kinds of tasks were given to examine the students’ performance. Each task has one sub-task.
Table 4.12. Rubric Rating Scale for A#12.
Tasks
Performance level
Score
Poor
1 Point Fair
2 Point Good
3 Point Excellent
4 Point
Task 1 Grammar
a) Words / phrase
b) Fill ups Repeated problems with grammar Some problems with grammar Few problems with grammar Correct usage of grammar 4
Task 2 Punctuation
a) Paragraph
b) Sentences Mastery errors in punctuation Frequent errors in punctuation Occasional errors in punctuation No errors in punctuation 4
Task 3 Complete the given letter
a) Preposition
b) Article Many errors Some grammatical errors Few minor errors Almost no errors 4
Task 4 Choose the best
a) Memo
b) Agenda Weak in vocabulary Fair in vocabulary Good in vocabulary Excellent in vocabulary 4
Total score 16/16
Description of the Tasks and Performance Level:
Task 1:
a. Paragraph with highlighted words and phrases were given in the task. Students were asked to identify the highlighted words and phrases, as noun, verb, etc. and completed the blanks given below in the paragraph.
b. Table with title noun, verb, adjective, and adverb were given. The students were asked to fill the table with correct answer.
The performances of the students were excellent because of their correct usage of grammar.
Task 2:
a. Paragraph was given without punctuation. Students were asked to rewrite them with the correct punctuation.
b. Students were asked to punctuate the given sentences in the space provided.
The performances of the students were excellent in this task by punctuating without any errors.
Task 3:
a. Students were asked to complete the letter with the correct preposition.
b. Students were asked to complete the letter with the correct articles.
The performances of students were excellent.
Task 4:
Students were asked to,
a. Read the invitations and choose the correct word from the option given.
b. Read the memo and choose the correct word / vocabulary from the option in the memo.
Students’ performance was excellent in this task.
Evaluation results for Activity #12:
The number of tasks is given in x-axis and their obtained score for Activity 12 is marked in y-axis.
Figure 4.12.
Assessment:
The researcher has prepared about twelve activities in order to develop communication skills among her students. These activities mainly focused on developing speaking, listening and writing skills. The students’ performance on each task is analyzed in this scoring sheet and total scores are marked at the end of the activity table. At the initial stage, students were not able to express themselves freely in English, but at the end of the course all the learners were improved in their communication skills, business vocabulary and idioms phrases, etc.
Table 4.13. Rubric grade and category
Activity Rubric score Grade Category
A # 12 16 A+ Excellent
A # 11 16 A+ Excellent
A # 10 15 A+ Excellent
A # 9 15 A Excellent
A # 8 14 B+ Good
A # 7 13 B+ Good
A # 6 12 B+ Good
A # 5 11 B Good
A # 4 9 C+ Fair
A # 3 8 C+ Fair
A # 2 6 C Fair
A # 1 5 P Poor
Category: Grade:
1-15 – Poor Poor – P Grade
6-10 – Fair Fair – C, C+
11-14 – Good Good – B, B+
15-16 – Excellent Excellent – A, A+
Figure 4.13. Graphical representation of performance of the students.
A # 1 – Activity 1 –Jobs A # 2 – Activity 2 – Products / Sales
A # 3 – Activity 3 – The Company A # 4 – Activity 4 – Marketing
A # 5 – Activity 5 – Advertising A # 6 – Activity 6 – I.T.
A # 7 – Activity 7 – Telephoning A # 8 – Activity 8 – Meetings
A # 9 – Activity 9 – e-mail A # 10 – Activity 10 – Presentations
A # 11 – Activity 11 – Memorandum A # 12 – Activity 12 – Language
CHAPTER V
Summation
Specific Topic:
Business English is an intensive course, designed to improve and built up the language skills of the Business students. It is the English language course which helps students to improve their communication and language skills in all the areas of the business subjects and concepts.
In this research work, the researcher has developed Specific Business English Course for business students under three major divisions with twelve activities. Each activity has 4 tasks. The major divisions of business English course are Business Topics, Business Communication and Language. The first Topic contains six activities with the topics such as Jobs, The Products / Sales, The Company, Advertising, Marketing, Information technology. The second division has five activities such as Telephoning, Memorandum, Meetings, e-mail and Presentations. The final one is the Language section, which has only one activity with two exercises in each task. These activities are designed by the researcher to equip the Business students with a liberating confidence and ability to express them in the English language.
Observation:
The researcher has used rubric testing, evaluation and assessment method to find out the students performance on her ‘Specific Business English Course’. In the first activity, ‘Jobs’, the students’ level was poor in the first three tasks and fair in the final task. The score was in 1, 1, 1, 2 forms and the total score was 5 out of 16. The students committed frequent errors in the sentence structure at the initial stage of the course. They were weak in business vocabulary and descriptions. All over, the students’ performance level in the first activity was poor.
In the second activity, ‘The Products / Sales’, the students’ performance was in the same level with little improvement. They got 2 points (fair) in two tasks and 1 point (poor) in two tasks. The form of the score was 2, 1, 1, 2 and total score was 6 out of 16. Students’ sentence formation was improved and their description was in fairly organized form.
In the activity ‘The Company’, the students’ performance was improved to a little extend. They got 2 points (Fair) in all the four tasks. The score was in 2, 2, 2, 2 forms and the total score was 8 out of 16. The repeated grammar problems in sentence formation and description of the students were reduced to some grammatical problems. Their use of idioms and phrases were also fair, when compared to the first activities.
In the fourth activity ‘Marketing’ they exhibited slight improvement than the previous activity. The students scored 2 points (Fair) and 1 point (poor) in each tasks and 3 points (good) in two tasks. It is in the form of 2, 3, 1, 3 and the total score was 9 out of 16. In this task, students, ideas were fairly clear, fairly organized and good in vocabulary. But they failed to acknowledge the ideas of others during the group discussion.
Task 3:
In this task, the students were asked to write a reply mail to the wild land pvt for their memo given in this task. They were excellent in this task because their reply mail was in well organized form.
Task 4:
In this task, two types of exercise were given to the students. They were asked to list down the abbreviations and standard elements that are used in e-mail. The students’ performance was excellent in this task.
Evaluation results for Activity #9:
The number of tasks is given in x-axis and their obtained score for Activity 9 is marked in y-axis
Figure 4.9.
Activity 10: Presentations
In this activity, four varieties of tasks such as Description, Group discussion, Analysis and Graphical presentation were given to examine the students’ performance. This activity was based on the Business Communication: Presentations.
Table 4.10. Rubric Rating Scale for A#10.
Tasks
Performance level
Score
Poor
1 Point Fair
2 Point Good
3 Point Excellent
4 Point
Task 1 Description of given picture Description was poorly organized Description was not so well organized Description was moderately well Description was well organized 4
Task 2 Group discussion Fails to acknowledge the ideas of others Inappropriately acknowledge the ideas of others Usually acknowledge the ideas of others Acknowledge the ideas of others 4
Task 3 List out advantages and disadvantages of presentation aids Lacks organization and coherence Some problem with organization and coherence Adequate organization and coherence Well organized and coherent 4
Task 4 Graphical presentation Consistent errors especially with as presents Simplistic sentence structure Inaccurate complex sentence structure Accurate complex sentence structure 3
Total score 15/16
Description of the Tasks and Performance Level:
Task 1:
Students were asked to look at the given three pictures. They were asked to give a brief description about each picture. The description of students was well organized. So their performance level was excellent.
Task 2:
Divide the class into 3 groups, as Group A, Group B and Group C. The students were asked to discuss the strategies that are to be concentrated in a Business Presentations. The discussion was based on the topic: Group A – Strategies before presentation, Group B – Strategies during presentation, Group C – Strategies after presentation.
Task 3:
In this task, students were asked to list down any 4 of the aids used in presentations. Then the class was divided into four groups as A, B, C, D and each group discussed under any one of the listed aid. In their group discussion, they should bring out the advantages and disadvantages of the aid they listed at first. For example, Group A list out the advantages and disadvantages of ‘Hand Outs’ using during the presentation. The performances of students were excellent because of their well organized and coherent thoughts / ideas.
Task 4:
In this task, graphical presentation was given and asked the students to study the presentation and its report. The students were asked to give eight sentences about the diagram. The performances of the students were good, not excellent because of their inaccurate complex sentence structure.
Evaluation result for Activity #10:
The number of tasks is given in x-axis and their obtained score for Activity 10 is marked in y-axis.
Figure 4.10.
Activity 11: Memorandum
In activity 11, four tasks were given to the students to examine their performance. Four varieties of memo writing were given to analyze their level. This activity was based on the Business Communication: Memorandam.
Table 4.11. Rubric Rating Scale for A#11.
Tasks
Performance level
Score
Poor
1 Point Fair
2 Point Good
3 Point Excellent
4 Point
Task 1 Write a memo Memo was poorly organized Memo was not so well organized Memo was moderately well organized Memo was well organized 4
Task 2 Revise a memo Repeated problems with grammar Many problems with grammar Few problems with grammar Effectively uses figurative language 4
Task 3 Write a memo Poor sentence control and a limited vocabulary Problems with or avoids syntactic variety Some syntactic variety and facility in use of language Effective fluent style marked by syntactic variety and clear commands 4
Task 4 Reply memo Information were hard to identify Information were indicated but not clearly Information were fairly clear Information were clearly stated 4
Total score 16/16
Task 1:
In this task, students were assuming themselves as a Managing Director of Sheplock Software Technology and write a memo to their staff about retreat in their company. Hints were given in this task to write a memo. The students’ performance was excellent in this task.
Task 2:
Unrevised memo was given in this task and the students were asked to revise the memo. The performances of students were excellent because of their uses of language in figurative and effective.
Task 3:
In this task, table on workers OD Details were given. The students were asked to write a memo to the Works Manager Mr. Jain and assume themselves as Mr. Jain’s Personal Assistant. The students’ performance was excellent because of their effective memo writing.
Task 4:
In this task, students were asked to write a reply memo to the Managing Director with all the information he needs. The performance of students was excellent because the information were stated clearly in the memo. Hint was also given in this task for writing a memo.
Evaluation result for Activity #11:
The number of tasks is given in x-axis and their obtained score for Activity 11 is marked in y-axis.
Figure 4.11.
Activity 12: Language
The activity was based on the language: Grammar and Punctuation. There were four different kinds of tasks were given to examine the students’ performance. Each task has one sub-task.
Table 4.12. Rubric Rating Scale for A#12.
Tasks
Performance level
Score
Poor
1 Point Fair
2 Point Good
3 Point Excellent
4 Point
Task 1 Grammar
a) Words / phrase
b) Fill ups Repeated problems with grammar Some problems with grammar Few problems with grammar Correct usage of grammar 4
Task 2 Punctuation
a) Paragraph
b) Sentences Mastery errors in punctuation Frequent errors in punctuation Occasional errors in punctuation No errors in punctuation 4
Task 3 Complete the given letter
a) Preposition
b) Article Many errors Some grammatical errors Few minor errors Almost no errors 4
Task 4 Choose the best
a) Memo
b) Agenda Weak in vocabulary Fair in vocabulary Good in vocabulary Excellent in vocabulary 4
Total score 16/16
Description of the Tasks and Performance Level:
Task 1:
a. Paragraph with highlighted words and phrases were given in the task. Students were asked to identify the highlighted words and phrases, as noun, verb, etc. and completed the blanks given below in the paragraph.
b. Table with title noun, verb, adjective, and adverb were given. The students were asked to fill the table with correct answer.
The performances of the students were excellent because of their correct usage of grammar.
Task 2:
a. Paragraph was given without punctuation. Students were asked to rewrite them with the correct punctuation.
b. Students were asked to punctuate the given sentences in the space provided.
The performances of the students were excellent in this task by punctuating without any errors.
Task 3:
a. Students were asked to complete the letter with the correct preposition.
b. Students were asked to complete the letter with the correct articles.
The performances of students were excellent.
Task 4:
Students were asked to,
a. Read the invitations and choose the correct word from the option given.
b. Read the memo and choose the correct word / vocabulary from the option in the memo.
Students’ performance was excellent in this task.
Evaluation results for Activity #12:
The number of tasks is given in x-axis and their obtained score for Activity 12 is marked in y-axis.
Figure 4.12.
Assessment:
The researcher has prepared about twelve activities in order to develop communication skills among her students. These activities mainly focused on developing speaking, listening and writing skills. The students’ performance on each task is analyzed in this scoring sheet and total scores are marked at the end of the activity table. At the initial stage, students were not able to express themselves freely in English, but at the end of the course all the learners were improved in their communication skills, business vocabulary and idioms phrases, etc.
Table 4.13. Rubric grade and category
Activity Rubric score Grade Category
A # 12 16 A+ Excellent
A # 11 16 A+ Excellent
A # 10 15 A+ Excellent
A # 9 15 A Excellent
A # 8 14 B+ Good
A # 7 13 B+ Good
A # 6 12 B+ Good
A # 5 11 B Good
A # 4 9 C+ Fair
A # 3 8 C+ Fair
A # 2 6 C Fair
A # 1 5 P Poor
Category: Grade:
1-15 – Poor Poor – P Grade
6-10 – Fair Fair – C, C+
11-14 – Good Good – B, B+
15-16 – Excellent Excellent – A, A+
Figure 4.13. Graphical representation of performance of the students.
A # 1 – Activity 1 –Jobs A # 2 – Activity 2 – Products / Sales
A # 3 – Activity 3 – The Company A # 4 – Activity 4 – Marketing
A # 5 – Activity 5 – Advertising A # 6 – Activity 6 – I.T.
A # 7 – Activity 7 – Telephoning A # 8 – Activity 8 – Meetings
A # 9 – Activity 9 – e-mail A # 10 – Activity 10 – Presentations
A # 11 – Activity 11 – Memorandum A # 12 – Activity 12 – Language
CHAPTER V
Summation
Specific Topic:
Business English is an intensive course, designed to improve and built up the language skills of the Business students. It is the English language course which helps students to improve their communication and language skills in all the areas of the business subjects and concepts.
In this research work, the researcher has developed Specific Business English Course for business students under three major divisions with twelve activities. Each activity has 4 tasks. The major divisions of business English course are Business Topics, Business Communication and Language. The first Topic contains six activities with the topics such as Jobs, The Products / Sales, The Company, Advertising, Marketing, Information technology. The second division has five activities such as Telephoning, Memorandum, Meetings, e-mail and Presentations. The final one is the Language section, which has only one activity with two exercises in each task. These activities are designed by the researcher to equip the Business students with a liberating confidence and ability to express them in the English language.
Observation:
The researcher has used rubric testing, evaluation and assessment method to find out the students performance on her ‘Specific Business English Course’. In the first activity, ‘Jobs’, the students’ level was poor in the first three tasks and fair in the final task. The score was in 1, 1, 1, 2 forms and the total score was 5 out of 16. The students committed frequent errors in the sentence structure at the initial stage of the course. They were weak in business vocabulary and descriptions. All over, the students’ performance level in the first activity was poor.
In the second activity, ‘The Products / Sales’, the students’ performance was in the same level with little improvement. They got 2 points (fair) in two tasks and 1 point (poor) in two tasks. The form of the score was 2, 1, 1, 2 and total score was 6 out of 16. Students’ sentence formation was improved and their description was in fairly organized form.
In the activity ‘The Company’, the students’ performance was improved to a little extend. They got 2 points (Fair) in all the four tasks. The score was in 2, 2, 2, 2 forms and the total score was 8 out of 16. The repeated grammar problems in sentence formation and description of the students were reduced to some grammatical problems. Their use of idioms and phrases were also fair, when compared to the first activities.
In the fourth activity ‘Marketing’ they exhibited slight improvement than the previous activity. The students scored 2 points (Fair) and 1 point (poor) in each tasks and 3 points (good) in two tasks. It is in the form of 2, 3, 1, 3 and the total score was 9 out of 16. In this task, students, ideas were fairly clear, fairly organized and good in vocabulary. But they failed to acknowledge the ideas of others during the group discussion.
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